毕业论文关键词：情境教学法；词汇教学；初中英语

Contents

1. Introduction 1

1.1 The background 1

1.2 The purpose and significance 1

1.3 The structure 2

2. Literature Review 3

2.1 The definition 3

2.2 The features 3

2.3 The necessity 4

2.3.1 English basement of middle students 4

2.3.2 The teaching situation of middle school 4

2.3.3 Situational Language Teaching Method vs. read-and-spell method 5

2.3.4 Requirement of new curriculum 5

2.4 Theoretical principle 6

2.5 Researches onSituational Language Teaching Method abroad and at home 6

2.5.1 Researches on Situational Language Teaching Method abroad 6

2.5.2 Researches on Situational Language Teaching Method at home 7

3. Research Methodology 9

3.1 The purpose and questions of the research 9

3.2 Participants 9

3.3 Teaching materials 9

3.4 Instruments 9

3.4.1 Word test 10

3.4.2 Questionnaire 10

3.4.3 Interview 10

3.5 Procedures 10

4. Data Analysis and discussion 12

4.1 Results of questionnaires 12

4.2 Results of interviews 14

4.3 Results of word test 14

5. Conclusion 16

5.1 Major findings and implications for vocabulary teaching 16

5.2 Limitations of the present study 16

5.3 Suggestions 17

5.3.1 Suggestions foe future study 17

5.3.2 Suggestions for teaching 17

References 18

Appendix I 19

1. Introduction

Vocabulary is the key to learning English and communicating with others. But in the present stage, the situation of middle school English vocabulary teaching is not as same as we want in our country. In order to change this situation, the author proposes to use Situational Language Teaching Method in middle school English vocabulary teaching. This chapter includes the background, the significance and the structure of the study.

1.1 The background

With the high speed development of knowledge economy and information society and the craze for going abroad, English education has attracted public attention and become a highest status which other subjects unable to compare with. 

In China, foreign language teaching and learning both pay more attention on words teaching. Teachers spend more time in helping students to master pronunciations and meanings of the words which appear in certain text. And as a result of the constraint of teaching time and teaching arrangement, most teachers adopt some traditional teaching methods, such as dictation, simple translation, filling-in practice and so on to the teaching material, without stressing on improving student’s ability of using words.